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Tanım
This activity prepares students to watch the film, "Local Voices, Global Visions," by having them examine the presence of technology in their own lives. Students should be familiar with the use of spreadsheets and have a basic working definition of information and communication technology (ICT), using the Understanding page or from their own initial research on the subject. This activity is part of a series of lessons surrounding the film, "Local Voices, Global Visions."
Standart hiza:
- Mathematics (9 diziler) [göster][gizle]
- Technology (3 diziler) [göster][gizle]
- Health (3 diziler) [göster][gizle]
Konu: Health - Level III (Grades 6-8)
Standard Understands the relationship of family health to individual health
Referans işareti:
Knows strategies that improve or maintain family health (e.g., how one's personal behavior can affect the behavior and feelings of other family members)
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Konu: Health - Level III (Grades 6-8)
Standard Understands the relationship of family health to individual health
Referans işareti:
Understands the development of adolescent independence
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Konu: Health - Level III (Grades 6-8)
Standard Understands the relationship of family health to individual health
Referans işareti:
Knows how communication techniques can improve family life (e.g., talking openly and honestly with parents when problems arise)
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Konu: Mathematics - Level II (Grades 3-5)
Standard Understands and applies basic and advanced concepts of statistics and data analysis
Referans işareti:
Organizes and displays data in simple bar graphs, pie charts, and line graphs
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Konu: Mathematics - Level II (Grades 3-5)
Standard Understands and applies basic and advanced concepts of statistics and data analysis
Referans işareti:
Understands the basic concept of a sample (e.g., a large sample leads to more reliable information; a small part of something may have unique characteristics but not be an accurate representation of the whole)
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Konu: Mathematics - Level I (Grades K-2)
Standard Uses a variety of strategies in the problem-solving process
Referans işareti:
Draws pictures to represent problems
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Konu: Mathematics - Level I (Grades K-2)
Standard Uses a variety of strategies in the problem-solving process
Referans işareti:
Uses discussions with teachers and other students to understand problems
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Konu: Mathematics - Level I (Grades K-2)
Standard Uses a variety of strategies in the problem-solving process
Referans işareti:
Explains to others how she or he went about solving a numerical problem
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Konu: Mathematics - Level I (Grades K-2)
Standard Uses a variety of strategies in the problem-solving process
Referans işareti:
Makes organized lists or tables of information necessary for solving a problem
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Konu: Mathematics - Level I (Grades K-2)
Standard Uses a variety of strategies in the problem-solving process
Referans işareti:
Uses whole number models (e.g., pattern blocks, tiles, or other manipulative materials) to represent problems
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Konu: Mathematics - Level III (Grades 6-8)
Standard Uses a variety of strategies in the problem-solving process
Referans işareti:
Understands how to break a complex problem into simpler parts or use a similar problem type to solve a problem
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Konu: Mathematics - Level III (Grades 6-8)
Standard Uses a variety of strategies in the problem-solving process
Referans işareti:
Uses a variety of strategies to understand problem-solving situations and processes (e.g., considers different strategies and approaches to a problem, restates problem from various perspectives)
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Konu: Technology - Level II (Grades 3-5)
Standard Understands the relationships among science, technology, society, and the individual
Referans işareti:
Knows areas in which technology has improved human lives (e.g., transportation, communication, nutrition, sanitation, health care, entertainment)
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Konu: Technology - Level II (Grades 3-5)
Standard Understands the relationships among science, technology, society, and the individual
Referans işareti:
Knows that new inventions reflect people's needs and wants, and when these change, technology changes to reflect the new needs and wants
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Konu: Technology - Level III (Grades 6-8)
Standard Knows the characteristics and uses of computer software programs
Referans işareti:
Knows the common features and uses of spreadsheets (e.g., data is entered in cells identified by row and column; formulas can be used to update solutions automatically; spreadsheets are used in print form, such as look-up tables, and electronic form, such as to track business profit and loss)
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21. Yüzyıl Şekilleri: (daha fazlasını öğrenin)
• Information & Media Literacy (Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of media in society.)
Sonuçlar:
Students will understand different forms of technology and their uses to address human needs. Students will also know concepts of data collection and organization, particularly the use of spreadsheets to organize data.
Araçlar & Malzeme
Computers with internet access
Microsoft Excel or other graph-creating software
Gerekli Zaman:
1 hour
Süreç:
1. As a group, review definitions of ICTs and any previous research collected on this topic, and introduce students to the idea that different forms of technology are used to solve problems in all aspects of daily life.
2. Have students brainstorm to create a list of the kinds of technologies they use, or see others using, in daily life.
3. In teams and using the list from the brainstorm, students should spend 20-30 minutes to create an inventory of the types of ICTs, number of each type present throughout the school, and noting where each type is located. If taking a school-wide inventory, be sure that students will not be disturbing other classes as they gather data. Depending on the size of the school and number of students, each team could inventory a different area of the school. Remind students to note any additional technologies they observe that are not on the list.
4. Once students have completed their inventory, they should enter their data into a spreadsheet and create a graph or chart to depict the findings. Students should write a short summary to accompany the graph that explains their findings and why they organized the information as they did.
5. Wrap up the activity with each team sharing their findings and a group discussion; some discussion questions might include:
Did anyone find ICTs not on the original list? Which ones?
Where there any items on the list that were not found?
How are ICTs being used in our school? Were there any surprising or unexpected uses of ICTs?
In which areas of the school are ICTs used the most? The least? Any ideas why?
6. As a homework assignment, have students take a technology inventory in their homes, and add the home data to the spreadsheet as a comparison of the ICTs present at home vs. school.
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